This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.

1. Portfolio Assessment
Jossel Abayan
Mark Dave Daño
Shaira Glova
John Paul Jerusalem
Rey John Pamparon

2. Contents:
•Definition of Portfolio (Jossel Abayan)
•Definition of Portfolio Assessment (Mark Dave Daño)
•The Portfolio Assessment Process (Shaira Glova)
•Purposes of Portfolio Assessment (John Paul Jerusalem)
• Traditional AssessmentVS Portfolio Assessment (Rey John Pamparon)
•Sample Student Portfolio Rubric (Rey John Pamparon)

3. What is a portfolio?
Portfolios are collections of student
activities, accomplishments and
achievements to demonstrate growth over
time, offering an alternative authentic
assessment for students and teachers.

4. • Portfolios in classrooms today are derived from the visual and
performing arts tradition in which they serve to showcase artists'
accomplishments and personally favored works.
• A portfolio may be a folder containing a student's best pieces and
the student's evaluation of the strengths and weaknesses of the
pieces.
• It may also contain one or more works-in-progress that illustrate
the creation of a product, such as an essay, evolving through
various stages of conception, drafting, and revision.
What is a portfolio?

5. What is portfolio assessment?
•Portfolio assessment is an evaluation tool used to
document student learning through a series of
student-developed artifacts.
•Considered a form of authentic assessment, it
offers an alternative or an addition to traditional
methods of grading and high stakes exams.

6. What is portfolio assessment?
•Portfolio assessment gives both teachers and
students a controlled space to document, review,
and analyze content leaning.
•In short, portfolios are a collection of student work
that allows assessment by providing evidence of
effort and accomplishments in relation to specific
instructional goals (Jardine, 1996).

7. The Portfolio Assessment Process
1.Decide on a purpose or theme.
2.Consider what samples.
3.Determine how samples will be selected.
4.Decide whether to assess the process and the product or the
product only.
5.Develop an appropriate scoring system
6.Share the scoring system with the students.
7.Engage the learner in a discussion of the product.

8. •Portfolio assessment matches assessment to
teaching
•Portfolio assessment has clear goals.They are
decided on at the beginning of instruction and are
clear to teacher and students
Purpose of Portfolio Assessment

9. •Portfolio assessment gives a profile of learner
abilities in terms of depth, breadth, and growth
•Portfolio assessment is a tool for assessing a
variety of skills not normally testable in a single
setting for traditional setting.
Purpose of Portfolio Assessment

10. •Portfolio assessment develops awareness of own
learning by the students.
•Portfolio assessment caters to individuals in a
heterogeneous class.
Purpose of Portfolio Assessment

11. •Portfolio assessment develop social skills. Student
interact with other students in the development of
their own portfolio.
•Portfolio assessment promotes independent and
active learners.
Purpose of Portfolio Assessment

12. Purpose of Portfolio Assessment
•Portfolio assessment can improve motivation for
learning thus achievement.
•Portfolio assessment provides opportunity for
student-teacher dialogue.

13. Traditional Assessment
VS
Portfolio Assessment

14. Traditional Assessment Portfolio Assessment
Measures student's ability at one
time
Measures student's ability over time
Done by teacher alone; student
often unaware of criteria
Done by teacher and student;
student aware of criteria
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the range of
student's language ability
Captures many facets of language
learning performance
Does not include the teacher's
knowledge of student as a learner
Allows for expression of teacher's
knowledge of student as learner
Does not give student responsibility
Student learns how to take
responsibility

15. Sample Student
Portfolio Rubric

16. Points Required items Concepts Reflection/Critique Overall Presentation
90-100 All required items
are included, with a
significant number
of additions.
Items clearly demonstrate that the
desired learning outcomes for the
term have been achieved.The student
has gained a significant understanding
of the concepts and applications.
Reflections illustrate
the ability to effectively
critique work, and to
suggest constructive
practical alternatives.
Items are clearly
introduced, well
organized, and
creatively displayed,
showing connection
between items.
75-89 All required items
are included, with a
few additions.
Items clearly demonstrate most of the
desired learning outcomes for the
term.The student has gained a
general understanding of the
concepts and applications.
Reflections illustrate
the ability to critique
work, and to suggest
constructive practical
alternatives.
Items are introduced and
well organized, showing
connection between
items.
60-75 All required items
are included.
Items demonstrate some of the
desired learning outcomes for the
term.The student has gained some
understanding of the concepts and
attempts to apply them.
Reflections illustrate an
attempt to critique
work, and to suggest
alternatives.
Items are introduced and
somewhat organized,
showing some
connection between
items.
40-59 A significant
number of required
items are missing.
Items do not demonstrate basic
learning outcomes for the term.The
student has limited understanding of
the concepts.
Reflections illustrate a
minimal ability to
critique work.
Items are not introduced
and lack organization.
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